Exploring the Meaning of Educational Competencies for Early Childhood Life Guidance as Perceived by Pre-Service Early Childhood Teachers

This study aims to explore the meaning of educational competencies necessary for effective early childhood life guidance, as perceived by pre-service early childhood teachers. For this purpose, the teaching experiences of 19 pre-service teachers who participated in a course titled Early Childhood Life Guidance and Counseling were analyzed. Pre-service early childhood teachers assumed that knowledge-based, attitudinal, and skill-based competencies are essential for early childhood life guidance. In the knowledge-based domain, they emphasized the importance of understanding young children’s developmental characteristics and applying diverse guidance strategies; In the attitudinal domain, they stressed the need for empathy, educational consistency, and patience; and In the skill-based domain, they identified the ability to model appropriate behavior, apply analytical thinking, and implement life guidance strategies effectively. The findings indicated that teachers equipped with such guidance competencies can flexibly manage diverse situations in early childhood education settings, facilitate the social development of young children, mediate behavioral challenges, and proactively prevent potential issues through early intervention. Based on these findings, the study recommends ongoing professional development and further research to enhance teachers’ competencies in early childhood life guidance, thereby supporting responsive and developmentally appropriate educational practices.